Teacher Agency Under Structural Constraints in Rural Multigrade Schools: Evidence from Balochistan, Pakistan.

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Bibliographic Details
Title:	Teacher Agency Under Structural Constraints in Rural Multigrade Schools: Evidence from Balochistan, Pakistan.
Authors:	Ali, Wazir¹ wazirjamali504@student.uns.ac.id, Nurkamto, Joko¹, Gunarhadi, Gunarhadi¹, Hong, Mi Yung², Baloch, NiamatUllah³, Rahman, Fadzilah Abd⁴
Source:	Australian & International Journal of Rural Education. Jul2026, Vol. 36 Issue 2, p153-173. 21p.
Subject Terms:	Rural schools, Student well-being, Rural education, Effective teaching, Teacher organizations, Educational equalization, Rural conditions
Geographic Terms:	Balochistan (Pakistan), Pakistan
Abstract:	Single-teacher multigrade schools in rural Balochistan, Pakistan operate under chronic structural constraints, yet how teachers sustain learning and what justice-relevant work their practice performs remains underexplored. This convergent mixed-methods study combined a survey of 100 teachers with five semi-structured interviews, interpreted through Fraser’s redistributionrecognition-representation framework and an ecological conception of teacher agency. Barriers were evident across domains, while adaptive practices were frequently reported. Regression results indicated that adaptive practice was most robustly associated with infrastructure/environmental adversity and administrative burden. Interview evidence shows these adaptations as compensatory justice work: they redistribute learning opportunities, recognise learners’ linguistic repertoires, and create informal channels of participation where formal support is weak. Teacher adaptation, however, is not a substitute for systemic reform. Policy priorities include minimum infrastructure standards, protection of teaching time, multigrade-specific preparation, and participatory governance that supports teacher well-being and locally responsive practice. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Single-teacher multigrade schools in rural Balochistan, Pakistan operate under chronic structural constraints, yet how teachers sustain learning and what justice-relevant work their practice performs remains underexplored. This convergent mixed-methods study combined a survey of 100 teachers with five semi-structured interviews, interpreted through Fraser’s redistributionrecognition-representation framework and an ecological conception of teacher agency. Barriers were evident across domains, while adaptive practices were frequently reported. Regression results indicated that adaptive practice was most robustly associated with infrastructure/environmental adversity and administrative burden. Interview evidence shows these adaptations as compensatory justice work: they redistribute learning opportunities, recognise learners’ linguistic repertoires, and create informal channels of participation where formal support is weak. Teacher adaptation, however, is not a substitute for systemic reform. Policy priorities include minimum infrastructure standards, protection of teaching time, multigrade-specific preparation, and participatory governance that supports teacher well-being and locally responsive practice. [ABSTRACT FROM AUTHOR]
ISSN:	18397387
DOI:	10.47381/aijre.v36i2.879